Kurt Kraiger

Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.

Although training evaluation is recognized as an important component of the instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed

The Science of Training and Development in Organizations What Matters in Practice

Organizations in the United States alone spend billions on training each year. These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with a discussion of implications for both leaders and policymakers and an exploration of issues that may come up when deciding to implement a training program. Furthermore, we include key questions that executives and policymakers should ask about the design, delivery, or implementation of a training program. Finally, we consider future research that is important in this area, including some still unanswered questions and room for development in this evolving field. Language: en

The influence of positive affective states on task perceptions and satisfaction

Abstract The present study investigated the influence of temporary affective states on perceptions of task characteristics and task satisfaction. Affective states, or moods, were defined as emotion-like states which lack an obvious referent and tend not to disrupt ongoing activity. Subjects evaluated teaching assistant candidates under two levels of task design (enriched vs unenriched). Half the subjects were placed in a positive mood state by showing them a brief videotape of television/movie bloopers. The other subjects received no mood induction and were treated as controls. Dependent variables were ratings of task characteristics and task satisfaction. Consistent with previous research, a strong main effect for task design was found on both task characteristics and satisfaction. More central to this investigation, affective states also had a significant effect on task characteristics and satisfaction. Implications of these results for interpretation and use of the job characteristics model were discussed.

Study of Race Effects in Objective Indices and Subjective Evaluations of Performance. A Meta-Analysis of Performance Criteria

Although the criterion problem has been acknowledged as critical in personnel research, few attempts have been made to systematically examine the nature and covariates of criterion measures of performance. The present research used meta-analytic techniques to examine the race effect size for objective measures of performance and to compare the relationship between effect sizes for objective indices and subjective ratings. Fifty-three studies were located that included at least one objective index of actual performance, absenteeism or cognitive test performance and one subjective measure of performance for the same group of black and white employees. The corrected average effect sizes across the 53 studies were relatively low but quite similar for the objective and subjective criteria. Moderating effects for the objective criteria were found as race effects were much higher for cognitive than for performance criteria. Subjective ratings had a lower effect size than objective cognitive test scores but were higher than comparable objective performance indices. The implications of the results for personnel research practices were discussed and the need for a better understanding of the constructs underlying criterion measures was emphasized. A Study of Race Effects

Measuring Knowledge Organization as a Method for Assessing Learning during Training

This paper applies the conceptual work of K. Kraiger, J. K. Ford, and E. Salas (1993) to the evaluation of two training programs. A method known as structural assessment (SA) was described and adapted for use in the evaluation of a training program for computer programming and a PC-based simulation of a naval decision-making task. SA represents and evaluates pairwise judgments of relatedness of concepts drawn from the training content domain. In the first study, SA scores of students (determined by similarity to an expert solution) were significantly higher after training than before but did not predict performance on a take-home exam 12 weeks later. In the second study, we manipulated training content by providing half the students with the goals and objectives of the transfer task (an advance organizer) before training and providing the other half with the same information after training. As hypothesized, SA scores were higher for those receiving the organizers before training; SA scores were also more strongly related to performance on the criterion task for this group. Implications of the results for training evaluation are discussed.

Police Officer Selection validation project: The multijurisdictional Police Officer Examination

This study presents the results of a predictive validity study of the Multijurisdictional Police Officer Examination (MPOE). The MPOE is a paper-and-pencil test of cognitive abilities developed to select entry level police officers. Criterion measures for the study included training performance, supervisory performance ratings and a file composite measure of negative work related incidents (e.g., use of force). There were 159 (120 majority and 39 minority group) members in the final validation sample. Results indicated that the MPOE was predictive of the three performance indices. Cumulation of results across seven studies (including the present effort) revealed a weighted average correlation between the MPOE and performance ratings of .20 (N=913). The potential generalizability of the results to other police departments is discussed.

Industrial and Organizational Psychology Programme at the University of Colorado at Denver

This article describes the Industrial and Organizational Psychology Programme at the University of Colorado at Denver (CU-Denver). First, we provide an overview of the programmes most salient characteristics and objectives. Next, we summarize five ongoing research programmes being conducted at CU-Denver: (a) Social Power and Influence in Organizations, (b) Personnel Selection, (c) Applied Research Methods, (d) Training Evaluation, and (e) Cognitive Assessment. For each research programme we describe (a) primary questions addressed, (b) selective recent findings, and (c) current projects and future directions. Finally, we describe the role and current activities of the Centre for Applied Psychology